Need Your Help – unKeynote/Keynode

Graham Attwell and I have been paired together as co-keynotes at the PLE Conference in Barcelona, Spain, July 8-9. The organizers have asked us to do something different than a typical keynote, so we previously asked for feedback on the format. Here are some of the ideas that emerged from that process.

Today, Graham and I met, went through all of the responses, and decided to go with format outlined below. However, to make this work, we would really love your responses. Please help!

How (We Think) the Session is Going to Work:

We have put together a a list of questions (see below) and are inviting your responses. We will put together a joint presentation based on your slides.

We will present the ‘keynote’ together but will be encouraging participants – both face to face and remotely – to contribute to the keynote as it develops.

Where We Need Help:

  1. We’d like you to respond to one or more of these ‘key questions’ found below. We suggest responding through the creation of a (PowerPoint) slide, or creating a very short video (less than 1 minute?). Or, if you can think of another way of representing your ideas, please be creative.
  2. We’d like you to provide questions for us. What did we miss? What are some of the important questions for consideration when exploring PLEs/PLNs in teaching & learning.
  3. Please send your responses to graham10@mac.com (and cc: couros@gmail.com) by July 6/10.]

Key Questions:

  1. With all of the available Web 2.0 tools, is there a need for “educational technology”?
  2. What are the implications of PLEs/PLNs on traditional modes/structures of education?
  3. What are the key attributes of a healthy PLE/PLN?
  4. What pedagogies are inspired by PLEs (e.g., networked learning, connected learning)? Give examples of where PLEs/PLNs have transformed practice.
  5. What are the implications of PLEs/PLNs beyond bringing educational technology into the classroom, and specifically toward workplace/professional learning?
  6. If PLEs/PLNs are becoming the norm, what does it mean for teachers/trainers (or the extension: what does it mean for training teachers & trainers)?
  7. As our networks continue to grow, what strategies should we have in managing our contacts, our connections, and our attention? Or, extension, how scalable are PLEs/PLNs?
  8. Can we start thinking beyond PLEs/PLNs as models? Are we simply at a transitional stage? What will be the next, new model for learning in society? (e.g., where are we headed?)

We’d love to get as many responses as possible to make this work well. It doesn’t have to be much, or anything comprehensive. Just pick up on one of the pieces and let us know what you think on the matter. Again, we need these by July 6/10.

Thanks!!!

Student Work – Fall 2009

I truly enjoyed teaching both my graduate and undergraduate courses this past semester. There were a number of really hard-working students who produced some very meaningful work, and overall, I can say that I am increasingly excited by the quality of students I am encountering both in schools (my graduate students) and soon to be teachers (my preservice groups).

I thought I would quickly share a few of my favorite student reflections and projects over the past semester. These represent various forms of digital expression, and will help provide inspiration to my students in future semesters.

I hope these are useful and/or entertaining to you.

Oh, and seeing that it is New Year’s Eve, Happy New Year to all of you, and all the best in 2010! Thank you so much for taking the time to visit this space, and for connecting with me in other meaningful ways. I am truly a lucky person to be tied to such a caring and passionate network of individuals.

7 Things Meme

OK, so I’ve been tagged by both Rodd Lucier and Angela Maiers in the “7 Things You Did Not Know About Me” meme, so I guess I’ll give this a try. OK, where do I start?

1) I have walked away from three major car accidents in my life (not the driver in any of these).

    a) The first was a roll-over at about age 16. Luckily, none of us were hurt.

    b) The second, at age 23, was a roll-over on the daily, 1 hour commute on the way to teach in small town Saskatchewan. The driver wasn’t wearing a seatbelt and broke his back, but I believe he is fully recovered today. I felt especially lucky at the time because I remember sitting in the back, before the crash, trying to retrieve the seatbeat. At one point, I just gave up, and figured I would go to sleep without. A few minutes later, the passenger beside me tapped me on the shoulder, and had taken the time to pull out the seatbelt for me. I acknowledge this act of kindness as having saved my life, or at least, from severe injury.

    c) The third was the most serious, and happened in Greece in 2005. I was in a taxi with another occupant when we hit a large truck that was backing up. The taxi driver was killed instantly, and the occupant in the back lost part of his leg. I walked away. The crash was difficult for me on a number of different levels. The taxi driver had taken taken my fare after several other drivers tried to overcharge. I remember him speaking about how such drivers gave Greek taxi drivers a bad name, and that they were crooks. I remember him speaking fondly about his family. He was a good man. And then, that was it.

Incidentally, I took a photo of the driver before the accident and for some reason, it did not pick up the proper EXIF date data. Whenever I open up iPhoto, he’s the first photo that comes up. All of the other photos I took during my trip formatted correctly.

2) My middle name is Valintino. No one else in my family has a middle name (not a Greek tradition), but since I was born on February 14, the doctor that it would be “cute” to give me that name.

3) I never wanted to teach. I went into the B.Ed program for lack of better options. Even when I was done, I didn’t want to teach. Then, I got my first job at St. Michael’s College, a First Nations residential school near Duck Lake, Saskatchewan. It was the biggest challenge of my life. I was threatened with violence, had my car vandalized, and felt that it would be impossible to relate the least bit to my students. And this was just in my first three months of teaching. But, right before Christmas break, in my first year, several of my students came to see me. They wanted me to know that I was making a difference. I won’t get into the details, but it was what I needed at the time. And, more importantly, I think it was what they needed as well. Needless to say, I fell madly in love with teaching that year, and I have never looked back.

4) Similarly to Angela Barbara, I am deathly afraid of heights. However, I can do amusement park rides, gondolas, and that sort of thing. But, I fear heights when I am not secured to or inside something, where I have the ability to fall. I cannot get on my own roof.

5) One of best jobs I have ever had was as a ride operator at Kinsmen Park Rides in Saskatoon. I spent four summers operating a mini-train (I considered myself an engineer), a ferris wheel, and a merry-go-round. The pay was good, the hours were great, and it was stress-free. Hmmmm …wondering if they are still hiring?

6) I was once a very skilled percussionist and pianist. I quit both. I remember my music teacher crying because I quit. I’ve always regretted it.

7) Although I am not what you would consider a religious person, I have had two distinct spiritual experiences that I cannot explain.

    a) First, the night before my grandfather Aleco died, I recall him speaking to me in a dream, telling me goodbye, and that I should take care of my mother (his daughter). I had never dreamt about him before that time, or after. I remember the dream, and then my mother waking me up, telling me that she had just learned that he had passed away.

    b) After a very late night in Saskatoon during my undergraduate days, my friend and I collected ourselves and headed back to Humboldt, where we were working that summer. It was about an hour long drive, and we were very tired. I was driving, but fell asleep probably about 15 minutes into the trip. I remember that moment vividly. As I fell asleep, I felt a firm hand grab my shoulder and my first name being called. I woke up instantly, just in time to veer back into my lane, and away from the half-ton truck coming in our direction. My friend was still passed out in the passenger seat and no one else was in the car.

That got a bit deeper than I expected. :-)

Alright, I duly tag the following people:

EdTech Posse Podcast 4.4 – Connecting and Disconnecting

This conversation is a mid summer musing by Heather, Rick, Dean and Rob on the great Scrabulous implosion, twitter, connecting and disconnecting. Shownotes are available at http://edtechposse.wikispaces.com/4.4

I had to miss this conversation as I was disconnected myself. Thanks to Rob for getting this up so quickly.

5 Year Old Boy Denied School Due To Long Hair

A five-year old Native American boy has recently been denied admission to Kindergarten due to his long hair (full story). The boy’s hair is kept long and braided in accordance to his family’s spiritual beliefs. The Needville School District does not allow boys with long hair to attend their schools.

Adriel’s parents want to enroll him at Needville Elementary School. Betenbaugh sent an e-mail to the principal, asking about kindergarten and explaining Adriel’s long hair. The principal replied that the district doesn’t allow long hair on boys.

On June 9, the family met with Curtis Rhodes, the Needville superintendent. Rhodes asked what religion upheld that Adriel could not cut his hair. The family explained there wasn’t a church or doctrine they followed, but they believe that Adriel’s hair is sacred.

Arocha said that his belief is to cut his hair after life-changing events, such as mourning the death of someone he loves.

Rhodes told the family Adriel’s hair would have to go.

I tweeted this story when I saw it a few days ago, and received this reply from Tim Lauer with the School Division’s website and motto “Reaching New Heights of Excellence.”

Here are notable quotations from the site:

We expect our students to exemplify that excellence through self-discipline, character, respect for ones self, and respect for others.

To the full extent of their individual abilities, students will be provided the opportunity to develop the ability to think logically, independently, and creatively and to communicate effectively.

All students will acquire a knowledge of citizenship and economic responsibilities and an appreciation of our common American heritage.

Enough said.

Update: Well maybe not enough. Bill Fitzgerald suggests that the following information may be useful. I will email the link to this blog post to the Superintendent. I also encourage you to pass along your thoughts on the issue.

Needville Independent School District
16227 Highway 36 South
Post Office Box 412
Needville, Texas 77461
Phone: (979)-793-4308
Fax: (979) 793-3823
Superintendent: Curtis Rhodes
Assistant Superintendent: Beth Briscoe

No, THIS Guy Is Edupunk

My friend and colleague Marc (who really needs a blog) alerted me to this story regarding a recent legal ruling in the matter of the University of Ottawa and the Association of Professors of the University of Ottawa (UPUO). The case arose when the U of O charged that Professor Denis Rancourt “had misrepresented his course in a detailed web posting, in such a way as to have described a dramatically different course not compatible with the official course description.” The 65-page ruling the case supported Dr. Rancourt’s actions as within the purview of academic freedom.

But here is the stuff I really like! See these pieces of the ruling that help to describe how Dr. Rancourt led this controversial course.

The ruling establishes that pedagogical innovation and implementation are fully protected under the academic freedom enjoyed by a professor, including the choice of grading system – considered an integral part of the pedagogical method.

In the specific case, the protected pedagogical innovations included:

(a) A large fraction of the class time used to present societal and political material – in a physics course intended to deliver fundamental physics concepts as the only required physics course in an environmental studies program – as a way to motivate student learning and to position the science in the broad societal context. This was achieved using invited scientist and non-scientist speakers that included activists, politicians, community workers, etc. The ruling clarifies that no “exception [was] taken to the use of activism and social and political issues as catalysts to learning.”

(b) Parallel student workgroups with evolving themes and freely changing student memberships and town-hall-style whole-class discussions instead of traditional lectures delivered by the professor.

(c) An open invitation to all community members to freely and fully participate in the class, without necessarily officially registering and paying tuition, as a way to bring in the community to enrich class discussions and strengthen relevance and community connections. This brought in a variety of perspectives and expertises that would otherwise not have been available.

(d) Large latitude in individual student decision making regarding: order in which to learn things (e.g., workgroup membership and topic), depth of treatment, method of study, method of reporting progress, degree of cooperative work, etc. (Sharing was not considered cheating.)

(e) A satisfactory/non-satisfactory (S/NS) grading system rather than the traditional letter grade system (used in all other science courses given that term).

I have been very lucky that my Faculty and University has been supportive of my work in pursuing several similar approaches in my teaching. I am pleased to see the results of this case so positive for Dr. Rancourt as it has the potential to help other professors take risks toward passionate and creative forms of teaching and learning.

Learn more about this story here.

Edtech Posse Podcast 4.3

The latest Edtech Posse podcast has been released. The conversation provides thoughts on the recent TLT conference and edupunk. Dean Shareski, Rob Wall, and Rick Schwier were present. Heather and I were unable to make it.

More information and shownotes can be found at edtechposse.ca.

Drug Deal? – Google Maps Streetview

This is almost too crazy to be real, but the link to Google Maps is authentic. NotCot.org points to this very focused view in Google streetview in Chicago.

The zoom/street view on Google Maps is crazy, here’s another great find – in Chicago of a car break in . Yes, this is real.

Google Streetview theft

Now I can’t tell exactly what this individual is doing. NotCot reports a car theft, but I do not see verification of that anywhere else. For all I can tell, it could be two people trading baseball cards.

Google Maps, amazing, but still more than a bit scary. See also “Top 15 Google Street View Sightings“.

Ripping Through Tools

This first week of teaching my online Graduate course was as expected, many technical issues, some student frustration, and a few early successes. Here are some highlights (the good and the bad) of the week.

1) Adobe Connect was working fairly well in most of the tests I had with Twitterverse members prior to the beginning of the course. However, I have some criticisms of its performance so far.

    – Audio conferencing performance has been poor.
    – Screensharing features cause crashes.
    – Session recordings are missing significant chunks of audio.
    – Connect needs more granular permissions, if students are able audio/video enabled, then can then do a lot more (e.g., opening, closing Windows which effect all users).

The experience was better as we went along. However, it looks like I will be trying (the much more expensive) Elluminate next week.

Yugma and Yugma Skype. Yugma is a simple and very nice screen-sharing tool. However, Yugma lacks integrated audio. YugmaSkype is a modified version which integrates Skype directly into Yugma. While certainly you can just run both applications at the same time, it is nice to have these tools a bit more integrated, especially for novice users.

I’m thinking about Yugma and how it could be used as a tool for the hands-on sessions in my course. YugmaSkype would work fine for these, with groups under 10 participants. For larger groups, I’d have to find an alternate audio-conferencing tool as there are limitations on Skype conference calls.

Note: Yugma is now giving away free Premium accounts (connect up to 10 people) to bloggers show sign up before Jan 31, 2008.

I tried setting up a Skypecast, but I was never able to get a session running. I have tried Skypecasts from 5-7 times since they’ve been available, and I have yet to have one work. I am not sure what the issues is.

I then tried setting up several audio conferences through highspeedconferencing.com and each conference worked very well, and I connected up to 10 people without a problem. And, the pricing seems reasonable for this type of service. Participants are given the option to call via Skype (free), a toll free number or a toll number.

3) As a sort of personal note, I somehow managed to hit #1 on Tweeterboard.com this week. I am not sure what that means, it’s really more silly than meaningful. I know many people have done so already, but at some points I am going to write something on the importance of Twitter for my own personal learning. Honestly, it has been unbelievable. I love my network, and I have benefited so much from my new and old connections.

Number One Tweeterboarder!

4) Oh, and one last thing. I am having a great time with the 366/2008 photo pool project thingy (inspired by D’Arcy Norman’s very impressive work). Check out my 366/2008 photo set here, or check out the 366/2008 Flickr group with 28 current members. There are some great photos here!

To be continued.